18 explain the grammar rules, and then the students make phrases or sentences using
new language. The students do not have much time to take part in the teaching learning activities.
2 Inductive Method
In inductive method, it focuses on practicing than generalizing the rule in teaching grammar. It means that the students have much time to practice in
learning grammar. They see the example of the language, and then they try to practice by themselves.
c. Teaching Grammar through Games
According to Harmer 2007: 60, “in recent years the researchers have turned their attention to the area of language humour and language play.” The
examples of language play are songs, games, etc. Therefore, songs and games are used to achieve the target language.
1 Definition of Games
Games are activities in which learners learn in an enjoyable situation even though occasionally they do not realize it, meaning that by taking part in the
games they learn about the materials in a fun way. They will enjoy the activities of learning in the class since the situation will not be tense to study. Martin
1995:1 defines game as: “Game is any fun activity which gives young learners the opportunity to practice the foreign language in a relaxed and enjoyable way”
as cited in Brewster Ellis, 2004, p. 172.
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2 Advantages of Using Games in Language Learning
Using games in language learning brings many advantages in teaching language. One of the advantages is increasing students’ motivation to learn
language. In 2003, Wright, Betteridge, and Buckby states that “Games help and encourage many learners to sustain their interest and work” p. 2. Harmer 2007
states that “Students might be motivated by the enjoyment of the learning process itself or by a desire to make themselves feel better.” p. 98. Games motivate the
students to follow and practice the teaching learning process in the class. Because of that, games stimulate the students to think and take part in the activities. As a
result, learners direct their own learning. Students’ motivation becomes an important part of learning activities in
the classroom. The obstacle of the process of learning activities in the classroom is when students have no motivation to study. Harmer 2007 states that “the
motivation is essential to success... Without such motivation we will almost certainly fail to make the necessary effort.” p. 98.
Since students’ motivation is important to learn language, the teachers’ method used in the classroom takes an important role in the teaching and learning
process. The teachers are expected to be creative to increase the students’ motivation in the teaching learning activities. Increasing the students’ motivation
can be done by creating fun learning and good atmosphere in the class. It creates enjoyment in learning language. Harmer 2007 states that intrinsic motivation is
“the kind of motivation that is generated by what happens inside the classroom;
20 this could be the teacher’s methods, the activities that students take part in…” p.
20. Moreover, using games in the class does not only tend to motivate and be
fun but can also improve the students’ skill, grammar, pronunciation and others. According to Brewster, Ellis 2004, “Games are not only motivating and fun but
can also provide excellent practice for improving pronunciation, vocabulary, grammar, and the four language skills” p. 172. Cook 2000 notes “language
play includes mimicry and repetition” as cited in Harmer, 2007, p. 60. Harmer 2007 adds, “In language play, there is often repetition of structure and lines, and
the use of meaning puns to create effects” p. 60. Since in language play there is repetition, it will be able to achieve learning goal. Besides, students experience by
themselves in learning language.
3 Grammar Games
Harmer 2007 states that “grammar games will engage students and encourage them to use the target structures with enthusiasm” p. 223. Grammar
games will build students’ enthusiasm in following the learning activities. The students will enjoy the teaching learning process since the learning process will be
fun. These are the examples of grammar games that can be implemented in the classroom Harmer, 2007, p. 223.
a Ask the Right Question
Ask the right question can be implemented in any language material, older children plus, and for elementary plus. Harmer 2007 states that “that game
21 forces the students to think extremely carefully about the exact construction of the
questions they are asking” p. 223.
b Putting Sentences back together again
Putting sentences back together again can also be called jumbled word. Jumbled word is word ordering. Therefore, in this game the students are given
sentences in which the words are in the wrong order, and then they arrange the wrong words order into good sentences. The example is did love she exercises
doing not English then the students arrange it into She did not love doing English exercises. This game helps students to set their mind to the natural order
and unnatural order of a sentence. In natural order, the subject comes first, the verb comes after the subject, and the other elements follow while in unnatural
order, “all or part of the predicate precedes the subject” Brewton et al., 1962, p. 195. It means that jumbled words are able to help the students to write sentences
since they have known and understood the right order. Besides, those will help the students to realize that each sentence needs a subject and a verb.
c One Question behind
In this game, the students will obtain some questions. In the first question, they will not answer it. In the next question, they will answer the first question.
Therefore, they have to remember the previous question. This game needs high concentration. This game is enjoyable, but it cannot go on too long.
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4. Classroom Action Research
